Dang Tran Dong, Phan Thanh Tú, Vu Thi Nhu Quynh, La Tien Dung, Pham Van Kiem
Faculty of Economics and Management, University of Hai Duong, QL37, Lien Hong, Gia Loc, Hai Duong, 170000, Viet Nam.
Centre of Science and Technology Research and Development, Thuongmai University, 79 Ho Tung Mau, Hanoi, 100000, Viet Nam.
Heliyon. 2024 Sep 3;10(17):e37318. doi: 10.1016/j.heliyon.2024.e37318. eCollection 2024 Sep 15.
This paper explores the relationship between lecturers' digital competence and the learning value of students in higher education. By conducting an empirical study with a sample of 626 lecturers, we validated the positive impact of the six dimensions of digital competence outlined in the DigCompEdu framework, including: (i) Professional engagement, (ii) Digital resources, (iii) Teaching and learning, (iv) Assessment, (v) Empowering learners, and (vi) Facilitating learners' digital competence on the student learning value. Our findings underscore the profound significance of these dimensions in shaping students' learning experiences and outcomes, particularly within the dynamic context of Industry 4.0. Based on these findings, we propose recommendations to enhance lecturers' digital competence, targeting not only the lecturers themselves but also university administrations and governmental agencies responsible for educational oversight.
本文探讨了高等教育中讲师的数字能力与学生学习价值之间的关系。通过对626名讲师进行实证研究，我们验证了DigCompEdu框架中概述的数字能力六个维度的积极影响，包括：（i）专业参与度，（ii）数字资源，（iii）教学与学习，（iv）评估，（v）赋能学习者，以及（vi）促进学习者的数字能力对学生学习价值的影响。我们的研究结果强调了这些维度在塑造学生学习体验和成果方面的深远意义，特别是在工业4.0的动态背景下。基于这些发现，我们提出了提高讲师数字能力的建议，不仅针对讲师本人，还针对负责教育监督的大学管理部门和政府机构。
